Attitudes of Regular Primary School Teachers Toward Inclusion of Children With Autism Spectrum Disorder
DOI:
https://doi.org/10.59519/mper4010Keywords:
autism, attitudes, school, inclusionAbstract
Autistic spectrum disorder (ASD) is a pervasive development disorder which affects practically all areas of psycho-social and physical development. ASD is mostly characterized by lower IQ, sensory integration disorder (clumsiness, stereotypic movements, limited spectrum of interests, bihevioral disorders, resistances to changes, etc.), speech development disorders, etc. The basic problem of this research consists of subjective obstacles to inclusion, manifested mostly through the attitudes of the teachers toward these children. The aim of this research was to examine the attitudes of regular primary schools’ teachers of the Sarajevo Canton toward the children with the ASD. Empirical research is of quantitative type, with descriptive (frequencies of the phenomena) and inferential statistics (exploring the relationships among the variables with Chi-Square test and the reference p value less than 0,05). The research concluded that the majority of these teachers supports the inclusion, that the majority of them knows the legislative of this area well, and that the majority of them thinks that the adequate institutions must invest more efforts in solving status of inclusion of these children. Sex of the teachers has no significant influence on these attitudes, whereas the work experience and the age do, whereby younger teachers with lesser work experience more agree with the statement that children with ASD can be efficiently included in the regular primary school environment and programs.
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